Over the past three years, the College Readiness Indicator Systems (CRIS) project has afforded New Visions for Public Schools an opportunity to reflect upon their college readiness systems and practices. Through their involvement in the project, they have been able to explore various strategies for ensuring that their students graduate from high school ready for college and careers. Given the growing recognition in both the academic literature and policy circles of the importance of students' noncognitive skills development (known as "academic tenacity" by the CRIS project) for college and career readiness, New Visions has been interested in finding ways to measure--and to incorporate such measures--into their college-readiness metric. This article describes how the CRIS project enabled them to focus on this increasingly important work.